Theories and Principles

in the Use and Design

of Technology-Driven
Lessons
Presented by Group 5
 List of
Contents
• Edgar Dale's Cone • TPACK as a
of Experience Framework for
• The Bands in Technology-Driven
Dale's Cone of Teaching and
Experience Learning
• SAMR
 Edgar Dale's Cone of
Experience
"The cone is a visual analogy, and like all analogies, it does not bear an
exact and detailed relationship to the complex elements it represents."
- Edgar Dale
 The Eight M's of
1. Milieu the learning environment
Teaching
2. Matter the content of learning
3. Method teaching and learning activities
4. Material - the resources of learning
5. Media communication system.
6. Motivation arousing and sustaining interest in learning
7. Mastery internalization of learning
8. Measurement - evidence that learning to ok place
 Dale's
The Cone of Experience
Cone of • A visual model that shows a
continuum of learning;
Experience • A pictorial device that
presents bands of experience.
• Does not strictly define the
bands to be mutually
exclusive but allows the fluid
movement across the lev els.
Dale (1969) asserts that:
the pattern of arrangement of the bands experience is not difficulty but degree of abstraction the
amount of immediate sensory participation that is involved. A still photograph of a tree is not
more difficult to understand than a dramatization of Hamlet. It is simply in itself a less concrete
teaching material than the dramatization...

In our teaching, then, we do not always begin with direct experience at the base of the Cone.
Rather, we begin with the kind of experience that is most appropriate to the needs and abilities
of particular learning situation. Then, of course, we vary this experience with many other types
of learning activities. (Dale, 1969 as cited in B. Corpuz & P. Lucido, 2012).
 The Bands in Dale's Cone
of Experience
DRAMATIZED
DIRECT CONTRIVED
EXPERIENCES
PURPOSEFUL EXPERIENCES
EXPERIENCES These are commonly used as
It is in this category that activities that allows students to
These refer to foundation of representations such as actively participate in a
experiencing learning. models, miniatures, or reconstructed experience through
mock ups are used role- playing or dramatization.
 The Bands in Dale's Cone
of Experience
EXHIBITS
DEMONSTRATIONS STUDY TRIPS
These are actual visits to These are displays of
When one decides to show certain locations to observe models such as pictures,
how things are done, a a situation or a case which artifacts, posters, among
demonstration is the most may not be available inside others that provide the
appropriate experienc e. the classroom message or information.
 The Bands in Dale's Cone
of Experience
VISUAL SYMBOLS
TELEVISION AND STILL PICTURES,
MOTION PICTURES RECORDINGS, RADIO
These are more abstract
These technology equipment Still are pictures or images representations of the
provide a two- dimensional concept or the
reconstruction of a reality. information.
The Bands in Dale's Cone
of Experience
VERBAL SYMBOLS

This category appears to be the

most abstract because they may
not exactly look like the
concept or object they represent
but are symbols, words, codes
or formulae.
 Brunner's Three-tiered
Model of Learning
1. Enactive 2. Iconic a 3. Symbolic
series of
a series of - a series of
illustrations
actions or icons symbols
 TPACK
Technological, Pedagogical and Content Knowledge

A framework that combines Shows the interconnectedness of A theoretical model

the teacher's three
knowledge areas:
technological knowledge,
content knowledge, and
pedagogical knowledge
content knowledge with describing the capability of
pedagogical knowledge and the
the 21st century teacher
integration of technology in
making teaching more engaging,
relevant and effective
 TPACK
Technological, Pedagogical and Content Knowledge

CK Pedagogical Knowledge (PK) PCK

Content Knowledge
It is the 'what'
Understanding of the
content such as language
arts, math, science, history
among others
is the 'How.' It is the expert's
knowledge in the science of
teaching from educational and
learning theories to individual
differences to strategies and
techniques as well as assessment
of learning
The intersection of the
pedagogical and content areas
of knowledge
This how much competencies
the teachers have in making
the students learn concepts
and skills.
 TPACK
Technological, Pedagogical and Content Knowledge

TK or the technological TCK or Technological-Content TPK or Technology-

knowledge
Teachers' knowledge on
how to select, use and
integrate these tools in the
teaching and learning
context
Knowledge Pedagogical Knowledge
When technology is used in a
specific subject area to enrich and
Knowing how to select, use
deepen student's understating of
content or develop technology to
manage student learning
TPACK MODEL
 SAMR

SAMR is a model designed to help

educators infuse technology into
teaching and learning
 SAMR
S stands for Substitution A is Augmentation

It is literally using technology as an In this part of technology

alternate for the regular item that is integration, there is a functional
employed in augmenting or improvement in the use of a
assisting instruction technology tool
 SAMR
M means Modification R represents the idea of creating
something from the regular item.
In this level, technology is used to This is Redefinition. Technology
redesign a lesson allows the creation of a new
concept that has not been
previously conceptualized
Apps in Education Poster
Bloom's Digital
Taxonomy
Benjamin Bloom is a
known educationist
who provided the
cognitive taxonomy
which has greatly
been used in
education.
 SAMR
Model
in relation
to Bloom's
Revised
Taxonomy
Ipad Apps
Supporting
to
Bloom's
Revised
Taxonomy
 Members of the
Group
Angelo Enoc Axcell Eliazar

Camille Jeyann Jamaika Geraldez

Gentapa
 Members of the
Group
Aeron Dave Arlyn Esperitu Glazel Geraldis
Felicilda
Thank You
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